May/June 2017 – Vol. 29 No. 7

Job Searching in Tough Economic Times

Posted: Sunday, May 1st, 2011

by Donna Ross

This column will reach many preservice teachers just as you are finishing your credential programs and applying for jobs. Unfortunately, this is not the easiest job market. However, there are always some teaching jobs available and you should strive to market yourself as effectively as possible. This column highlights a few suggestions.

If you are still in your student teaching placement, be sure to invite the school administrators to observe your teaching. Assuming you are doing excellent work, this is an opportunity to showcase your skills. Be sure to thank the administrator in writing for visiting your class. If you have enough contact and the opportunity arises, you may be able to ask the administrator for a letter of recommendation. However, even if there is not a formal recommendation, administrators talk among themselves. Imagine the value of the principal describing your brilliant lesson to a principal at another school who just learned of a position opening up due to a retirement at her school.

Volunteer for extra activities. The science education community is small. Those who participate attract positive notice. Administrators want teachers who are dedicated to making a difference for their students. In most communities, if multiple people were asked to identify which teachers are involved in science school-community partnerships, the same names will be consistently listed. You want to be part of that list for two reasons: because you will be involved in exciting opportunities for students and because administrators will think of you when they are looking for employees.

Seek other paths to become familiar with schools and districts. If your schedule allows, try working as a substitute at a variety of sites. This will permit you the opportunity to become known by many teachers. It will also allow you the chance to see which schools fit best with your teaching philosophy. Again, if you have enough contact with an administrator or teacher at a site, you may be able to get a letter of recommendation, but equally important are the verbal recommendations among colleagues.

Identify and prepare brief examples that demonstrate your excellence in the field. Make sure that you have a high quality manner of presenting these examples to potential employers. The key words here are brief and excellence. It is better to have several short examples than one long one. This is basic marketing. The first step is to interest future employers. Then you will have time later to go into more depth about your philosophy.

Practice interview techniques. Many universities have career placement offices that offer videotaped mock interview sessions. These can be invaluable training opportunities, particularly in a tight job market when one poorly answered interview question might be all that separates you from the next candidate. If your university does not offer these services, a group of friends role-playing an interview panel can provide some of the same support.

When looking for jobs, search regularly on district websites, individual school websites (particularly for charter, alternative, magnet, and private schools), and network with people. For example, faculty members at your university often hear of local job openings. If you have a student CSTA chapter or other organization, stay in contact. Timing can be important. For example, if a job opening is casually mentioned at a meeting, a faculty member is more likely to pass along your information if he or she just saw you at an event and was reminded that you are looking for a similar position.

Don’t forget the basics of any job search. Dress and behave professionally, be polite and respectful, and always thank those involved in the process. Complete paperwork neatly and accurately. Consider widening your geographic search area. Be sure that all electronic communication is appropriate, including any social media that might be accessible to the public. Employers do check.

Most importantly, become involved in the professional community. The more well known you are in the field for your ideas and experience with science education activities, the more employers will seek you. Even in tight job markets, there are usually people who have multiple job offers. Ultimately, this allows you to choose the best fit for your teaching style and philosophy. Best wishes to you all.

Donna Ross is associate professor of science education at San Diego State University and is CSTA’s 4-year college director.

Written by Donna Ross

Donna Ross is Associate Professor of Science Education at San Diego State University.

Leave a Reply

LATEST POST

CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

Powered By DT Author Box

Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.